“Writing with them, not for them”: Examining teacher candidates’ pedagogical reasoning during and after simulated elementary writing conferences

Abstract As teacher educators prepare teacher candidates for their future classrooms, it is important they recognize and provide support for the many competing dilemmas that arise during instruction. In this study, we explored how mixed-reality classroom simulation technology (i.e., Mursion) supported teacher candidates as they worked through pedagogical dilemmas that arose during simulated writing conferences. Participants ( N = 9) in a writing methods course were asked to conduct a writing conference with a student avatar, working in pairs, while their peers observed them. The four planned simulated writing conferences included: (a) a student who has many ideas and cannot decide what to write about, (b) a student who is sensitive to writing feedback, (c) a student who is distracted and off-task, and (d) a student who does not like writing and does not want to participate. During and after each simulation exercise, the teacher educator led class discussions around participants’ pedagogical dilemmas and instructional choices. After rounds of qualitative data analysis of simulation discussion transcripts and participants’ written reflection responses after the simulation exercises, two pedagogical dilemmas and several subthemes were identified. Reflection and discussion data suggested that participants grappled with how to manage the writing conference while still engaging the student and how to integrate planned writing skills while embracing opportunities for instruction. Implications from these findings related to writing conference instruction and the integration of simulation technologies into teacher preparation methods courses are discussed.